當科技與人文相遇：科技融入幼兒園教學之再思

When Humanity Meets Technology : Rethinking Technology in Preschool

幼兒在學前階段是否適合使用電腦科技？是否應將科技納入幼兒園的課程與教學中，又當以何種形式將科技納入幼兒園？各界對此議題一直存在著許多爭議。在幼教實務上也呈現出不同的觀點與做法：有些幼兒園以新穎的科技設備吸引家長，也有幼兒園因教學理念的因素，在幼兒園提供較少的科技使用機會；有些幼兒園採取集中式電腦分科教學，也有些幼兒園將電腦置於各班教室，將科技融入課程與教學中，採取統整式教學。目前在台灣，科技融入教學在各級學校被大力倡導。然而，許多人卻擔心幼兒時期過度科技化的現象。我們似乎得停下腳步，再度思考幼兒階段科技使用之合宜性！
本研究採質性取向的個案研究法，以一所位於桃園縣採用主題教學的私立幼兒園為研究對象，透過深度訪談、問卷調查、文件分析、和參與觀察等方式，分別於2006年與2011年兩度進入幼教現場，進行資料之蒐集與分析。研究的目的在探究個案幼兒園科技融入教學之理念與作法。研究發現：個案幼兒園的主管與教師對科技所抱持的態度，尤其是主管人員的態度，是影響科技使用之重要因素。個案幼兒園的老師傾向以統整而非分科的方式，將科技融入日常的教學。研究中列舉了一些個案幼兒園科技融入教學實例，可供幼教老師參考。

Technology integration has been widely advocated in education. Should technology be applied in preschool curriculum and instruction? Is it appropriate for preschool children to use computer technology? These issues are still under debate. In Taiwan, many preschools utilize new technology to increase their enrollments; nevertheless, some offer few opportunity of technology access for children because of different educational beliefs. Many people are worried about the phenomenon of technologisation of childhood. Therefore, the appropriate use of technology in early childhood should be in careful reconsideration based on research results.
This research applied the qualitative case study method on a chosen private preschool which adopted thematic teaching approach at Taoyuan County and used interview, questionnaire, document analysis, and participation-observation methods in gathering and analyzing research data in 2006 and 2011 separately. The purpose of this study was to explore the rationale and practices of the case preschool on the technology integration. This resultsrevealed that the attitude toward technology of the teacher and administrator of the case preschool was an important factor in their technology use. The case preschool teachers tend to integrate technology into daily teaching. In this study, several examples of technology integration in the preschool were highlighted.